Cyberloafing in Educational Settings: A Systematic Literature Review

Abstract

Integration of information and communication technologies in educational settings offer added learning opportunities to teachers and students. However, these come with the expense of cyberloafing among students and educators in computer-mediated environments. Despite the curiosity it has been arousing, so recent is the concept of cyberloafing, implies that the knowledge accumulated so far is sparse, broad and fragmented. This study aims to systematically review the current challenges in the domain of cyberloafing. The study reviewed twenty-six peer-reviewed scholarly articles to analyse and reveal information on the methods, factors examined, applications, comprehensive results, and limitations. The findings in this study highlight the need to uncover the phenomenon of cyberloafing in teaching and learning environments, and proposes possible recommendations on issues and gaps open to be explored in future studies.

ÖZEL YETENEKLİ ÖĞRENCİLERİN DİJİTAL OKURYAZARLIK ve SİBERAYLAKLIK DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

“…BİT kullanımının intihal, siber zorbalık, uygunsuz içeriği görüntüleme, amacı dışında kullanma ve teknoloji bağımlılığı gibi birçok olumsuz sonucu da vardır (Siegle, 2017). BİT'in ders esnasında istenmedik, öngörülemeyen, aşırı, kontrolsüz ya da düzensiz kullanımı anlamına gelen siber aylaklık (Alyahya & Alqahtani, 2022), özel yetenekli öğrencilerin eğitimi ve BİT teknolojileri bağlamında dijital okuryazarlıkla birlikte önemli bir kavram olarak karşımıza çıkmaktadır.…”

“…Students must have adequate digital literacy skills to benefit from differentiated and self-paced digital learning opportunities (Li & Yu, 2022) even though teachers must have sufficient digital literacy skills to offer these opportunities (Li & Yu, 2022). It is now problematic for students to spend time on various platforms in digital learning settings regardless of the course (Alyahya & Alqahtani, 2022).…”

“…Plagiarism, cyberbullying, viewing inappropriate material, misuse, and addiction to technology are just some of the negative outcomes that may result from the use of ICT (Siegle, 2017). Cyberloafing, which refers to the undesirable, unanticipated, excessive, unregulated, or irregular use of ICT during class (Alyahya & Alqahtani, 2022), emerges as a crucial term in the context of gifted student education, and ICT technologies along with digital literacy.…”

Academic stress and cyberloafing among university students: the mediating role of fatigue and self-control

“…In academic settings, there is no doubt that the use of mobile and internet technologies has greatly improved the instructor-student relationship, easy access to various databases, and overall quality of education. However, the widespread use of technology in the classroom has been shown to have negative unintended consequences, including compulsive use of media, resulting in cyberloafing or cyberslacking (Alyahya and Alqahtani, 2022).…”